This book considers the perceptions of policing students who attended a Preparing to Teach in the Lifelong Learning Sector (PTLLS) course in relation to their reflective practice, study needs, motivation levels and relevant support. This phenomenological study observed students from the Metropolitan Police Service (MPS) employing the use of semi-structured interviews to gather data. The phenomenon of Situational Reflective Practice was observed which took the form of Reflection-re-Action and Reflection-re-Inaction. This is concerned with the way in which a social group or an organisation is behaving and the impact this has upon an individual. This book would be especially useful to those wishing to engender enthusiasm for reflective practice within their organisation. Further, this study is ideal for those wishing to broaden the arena of reflective practice. Whereas traditional forms of reflective practice have centred upon the psychological aspects of this subject, this study embraces the concept of Situational Reflective Practice, emphasising the concept of the sociological aspects of reflective practice.